International students in South African universities: an examination of their academic choices, challenges and social integration at the University of Fort Hare and Rhodes University
- Authors: Olujobi, Omobola
- Date: 2014
- Subjects: Students, Foreign -- South Africa -- Eastern Cape , Social integration -- South Africa -- Eastern Cape , Internalization -- South Africa -- Eastern Cape , Infrastructure (Economics) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11949 , http://hdl.handle.net/10353/d1020183 , Students, Foreign -- South Africa -- Eastern Cape , Social integration -- South Africa -- Eastern Cape , Internalization -- South Africa -- Eastern Cape , Infrastructure (Economics) -- South Africa -- Eastern Cape
- Description: International students have become major role players in international education across the globe. Their enrollment in different universities has increased in the past few decades worldwide. Most of these students bring rich cultural diversity and skills to their various host institutions and countries. These trends signal the need to examine and understand international students within the South African context. Against this background, this study explores the factors that influence academic choices of international students, academic and social challenges they face and the role of social capital in influencing international student integration at the Universities of Fort Hare and Rhodes in South Africa. A qualitative research design was employed in this study. Thirty international students were selected (and interviewed) using purposive sampling and snowballing. The study found that some of the main factors that influence the academic choices of international students include availability of scholarships and funding, recommendations of the institution by family and friends, availability of preferred course and the reputation of the institution. Some of the main challenges faced by international students in these two institutions include language barriers, financial difficulty, expensive but improperly maintained accommodation and culture shock. These challenges impede the smooth integration of international students into their new academic and social environment. However, the students employ several strategies in attempt to address the challenges they face. These include joining a student or community social organization, community engagement and making friends. These social networks and organizations serve as a support system and connection hub for the students. The study recommends that it is pertinent for the University of Fort Hare and Rhodes University to meet the needs and expectations of its international students through regular surveys that give them room to speak about their experiences. The need for efficient International Offices at both institutions is crucial as well as the employment of open‐minded multicultural trained staff in these offices. The study also suggests the need for the both institutions to provide affordable and comfortable accommodation for its international students.
- Full Text:
- Authors: Olujobi, Omobola
- Date: 2014
- Subjects: Students, Foreign -- South Africa -- Eastern Cape , Social integration -- South Africa -- Eastern Cape , Internalization -- South Africa -- Eastern Cape , Infrastructure (Economics) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11949 , http://hdl.handle.net/10353/d1020183 , Students, Foreign -- South Africa -- Eastern Cape , Social integration -- South Africa -- Eastern Cape , Internalization -- South Africa -- Eastern Cape , Infrastructure (Economics) -- South Africa -- Eastern Cape
- Description: International students have become major role players in international education across the globe. Their enrollment in different universities has increased in the past few decades worldwide. Most of these students bring rich cultural diversity and skills to their various host institutions and countries. These trends signal the need to examine and understand international students within the South African context. Against this background, this study explores the factors that influence academic choices of international students, academic and social challenges they face and the role of social capital in influencing international student integration at the Universities of Fort Hare and Rhodes in South Africa. A qualitative research design was employed in this study. Thirty international students were selected (and interviewed) using purposive sampling and snowballing. The study found that some of the main factors that influence the academic choices of international students include availability of scholarships and funding, recommendations of the institution by family and friends, availability of preferred course and the reputation of the institution. Some of the main challenges faced by international students in these two institutions include language barriers, financial difficulty, expensive but improperly maintained accommodation and culture shock. These challenges impede the smooth integration of international students into their new academic and social environment. However, the students employ several strategies in attempt to address the challenges they face. These include joining a student or community social organization, community engagement and making friends. These social networks and organizations serve as a support system and connection hub for the students. The study recommends that it is pertinent for the University of Fort Hare and Rhodes University to meet the needs and expectations of its international students through regular surveys that give them room to speak about their experiences. The need for efficient International Offices at both institutions is crucial as well as the employment of open‐minded multicultural trained staff in these offices. The study also suggests the need for the both institutions to provide affordable and comfortable accommodation for its international students.
- Full Text:
The role of local government in the basic education system: the case of the Eastern Cape Province
- Authors: Kivedo, Desmond
- Date: 2014
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/1037 , vital:26521
- Description: The purpose of this study was to determine the role Local Government can play in the Department of Basic Education with the aim of addressing the enormous challenges faced by the Department of Basic Education with specific reference to the Province of the Eastern Cape. Currently the Department of Education in the Eastern Cape gets regular media coverage for the wrong reasons. Problems highlighted by the media normally include the following; over-crowded classrooms; mud schools; lack of ablution facilities at schools; delays in delivery of text books and stationary; shortage of teachers; unpaid teachers and the bungles with school transport and school nutrition programmes. Currently the National Government and Provincial Government have jurisdiction over basic education. An in-depth literature study was conducted in order to get insight in the Department of Basic Education in the Eastern Cape with its numerous problems and challenges that are crippling education in the province. The researcher also deemed it necessary to conduct an in-depth literature study on Local Government’s role in the education system in other countries e.g. USA, Wales, Great Britain and Nigeria where education is managed and financed by Local Government. Empirical studies were done through face-to-face interviews with the sample population from school principals, teachers, education specialists, administration officials and parents serving on School Governing Bodies in the Nelson Mandela Bay Metropole. The findings of the study suggested that Local Government is not yet in a favourable position to control the entire Department of Basic Education, although certain functions can be shifted to Local Government e.g. school transport, school nutrition programme; teachers’ salaries. The general feeling is that councilors at Local Government level are more likely to be aware of and sympathetic to the needs of their communities than Ministers and MEC’s. Through the relevant data the researcher has drawn certain conclusions and recommendations were made to alleviate the plight of education in the Province of the Eastern Cape.
- Full Text:
- Authors: Kivedo, Desmond
- Date: 2014
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/1037 , vital:26521
- Description: The purpose of this study was to determine the role Local Government can play in the Department of Basic Education with the aim of addressing the enormous challenges faced by the Department of Basic Education with specific reference to the Province of the Eastern Cape. Currently the Department of Education in the Eastern Cape gets regular media coverage for the wrong reasons. Problems highlighted by the media normally include the following; over-crowded classrooms; mud schools; lack of ablution facilities at schools; delays in delivery of text books and stationary; shortage of teachers; unpaid teachers and the bungles with school transport and school nutrition programmes. Currently the National Government and Provincial Government have jurisdiction over basic education. An in-depth literature study was conducted in order to get insight in the Department of Basic Education in the Eastern Cape with its numerous problems and challenges that are crippling education in the province. The researcher also deemed it necessary to conduct an in-depth literature study on Local Government’s role in the education system in other countries e.g. USA, Wales, Great Britain and Nigeria where education is managed and financed by Local Government. Empirical studies were done through face-to-face interviews with the sample population from school principals, teachers, education specialists, administration officials and parents serving on School Governing Bodies in the Nelson Mandela Bay Metropole. The findings of the study suggested that Local Government is not yet in a favourable position to control the entire Department of Basic Education, although certain functions can be shifted to Local Government e.g. school transport, school nutrition programme; teachers’ salaries. The general feeling is that councilors at Local Government level are more likely to be aware of and sympathetic to the needs of their communities than Ministers and MEC’s. Through the relevant data the researcher has drawn certain conclusions and recommendations were made to alleviate the plight of education in the Province of the Eastern Cape.
- Full Text:
- «
- ‹
- 1
- ›
- »